This document discusses training of personnel for population education. It emphasizes the importance of population education in creating awareness about overpopulation issues and enabling informed decisions. Various methods for training personnel are described, including inquiry approach, values clarification, role playing, demonstrations and practical training. The document also covers identifying target groups for training, developing training plans, evaluation techniques, and the need for institutional support.

1. POPULATION
EEUCATION CODE 584
Unit No. 5: TRAINING OF
PERSONNEL

2. INTRODUCTION
 Importance of Population Education
 Training mean preparation, teaching, guidance,
instructions
 Personnel mean, workers, staff, employees,
human resources, recruits, workforce etc.
 Education mean, teaching, schooling, tutoring
etc.
 Population Education is a response of educated
community to the population situation

3. INTRODUCTION
 Population Education is a powerful agent
of change to be used for improving the
quality of life in an area region or country.
 Population Education provides information
and creates awareness about the harms
of over population.
 Population Education enables us to look
into the future

4. INTRODUCTION
 Fertility
 Mortality
 Migration
 Family Size
 Malnutrition
 Starvation

5. INTRODUCTION
 Lack of opportunities
 Lack of sources
 Marriage
 Divorce
 Better ways of living
 Urban Rural divide etc.

6. NEED FOR TRAINING
 To create awareness among the people of
a country about the problems caused by
population
 To enable them to make knowledgeable
decisions about family size and other
population issues.
 Which strategies and approaches are
required to cope with the population
problems.

7. NEED FOR TRAINING
 To control the frequency of births by
means of various types of contraceptive,
media movement was not successful due
to illiteracy, lower status of women and
religious preferences.

8. NEED FOR TRAINING
 Education of adults is not sufficient
 Child of today will be the father of tomorrow
 They also need knowledge about population
education
 Effective Strategy is needed to change the
attitude
 Education is imperative to change the attitude
and behaviour
 To equip them with the required capabilities to
deal with the challenges of population

9. BENEFITS OF TRAINING
 Training saves time and resources
 Minimize the chances of failure
 Enhances the chances of success
 Training increase the quality of output

10. WHO NEED TRAINING
 Workers
 Teachers of population education
 Head Teachers/Principles
 Deans/Head of Departments
 Planners
 Administrators
 Public (health & nutrition, psychological and physical
health and reproductive behaviour)
 Students (to have complete information about the
issues relating to population)

11. METHODS OF TRAINING
 The subject matter of population education
is controversial. Teachers or Trainer can
not dictate. So one method is not sufficient

12. METHODS OF TRAINING
 INQUIRY APPROACH
 Inquiry approach is a teaching method, where
learner discover information and answer the
question himself with minimum guidance from
the teacher.
 Inquiry approach provide the students a sense of
efficiency to believe the they have the skills to
look critically, control their own fortune and
future and influence the decisions affecting
them.

13. INQUIRY APPROACH
 Inquiry approach is also known as
discovery approach, problem solving
approach, conceptual approach, process
approach. Inquiry approach enable the
personnel to observe, describe, predict,
understand, analyze and find a possible
solution.

14. INQUIRY APPROACH
 Inquiry approach enable the learners to
answer themselves
 Enable them to think over
 To collect information
 To analyze the information
 Draw conclusions

15. BENEFITS OF INQUIRY
APPROACH
 Effective to teach controversial subject matter
 Students get experience how to learn
 Inquiry approach clarify the concepts
 Student centered approach
 Students become more critical

16. VALUES CLARIFICATION
APPROACH
 Every one is attached to different values
and ethical issues. To implement a
populations education training
programme.
 When to marry
 Where to live
 What occupation to adopt
 When to have first child
 How many children to have

17. VALUES CLARIFICATION
APPROACH
 Religious Values
 Freedom (Procreate should not be dictated)
 Financial Advancement (Children are
considered as most valuable belongings)
 Politics (Population control reduced the
country’s manpower especially for defense)
 Distributive justice (genetically inferior should
not have more children. Highly intelligent
should procreate more)

18. CLARIFICATION OF VALUES
 Role of Trainer
 Trainer must view himself as facilitator rather than an
expert on values
 Rapport development is necessary
 Trainer must share only what they feel comfortable in
sharing
 Trainer must train students to listen each other not to
moralize or criticize one another.
 Trainer must not impose his/her values on others.
 Trainer must be non-judgmental

19. SYMPOSIUMS METHOD
 Symposium is the combination of the
lecturer and discussion method. In a
symposium number of speakers gave an
oral presentation of a certain topic.
Participants and listeners ask questions.
 Good deal of preparation
 Selection of Speakers
 Necessary arrangements

20. ROLE PALYING METHOD
 In role playing technique learner is asked
to pay the role of a person who hold a
different and opposite belief or system of
values, by identifying himself with that
person.
 Time consuming
 Costly
 Well trained trainers required

21. DEMONSTRATION METHOD
 Used when to teach a new technique.
Population related attitude of people.
 Demonstration
 Explanations
 Discussions
 Question answers

22. PRACTICAL TRAINING
 Pre-service training
 In-service training

23. TARGET GROUPS
 Categories needing orientation
 Administrators
 Presidents
 Deans
 Head of Departments
 Principles/Head teachers

24. TARGET GROUPS
 Categories needing training
 Population education specialists
 University Teachers
 College Teachers
 School Teachers
 Students

25. ORGANIZING TRAINING
PROGRAMMES
 The purpose of training
 Psychological factors
 How do people learn
 Needs for learning
 What they want to learn
 Participation of learners
 Previous knowledge
 Fee back

26. ORGANIZING TRAINING
PROGRAMMES
 Procedural Factors
 Why things to be learned are useful to
them
 Relate new knowledge with previous
knowledge
 Actively and freely apply what to learn
 Get immediate reinforcement

27. DEVELOPING TRAINING PLANS
 Taking psychological, social and physical factors into
consideration
 Stages of Training plan
 Preparatory stage
 Training needs
 Identification of Training Needs
 Present capabilities of persons
 Analysis of competencies required
 To which extent competencies exist
 Determining Training Objectives
 Activities to be performed
 By whom, for what purpose and for how long

28. DEVELOPING TRAINING PLANS
 Implementation stage
 Economic factor
 Manpower
 Facilities
 Curriculum
 Evaluating and follow up stage (impact evaluation)
 Why should be evaluate training
 Who will evaluate training
 What should be evaluated
 How should be evaluated

29. EVALUATION
 EVALUATION TECHNIQUES
 Oral questions
 Observation
 Questionnaire
 Projective Techniques
 Scales

30. DIMENSIONS OF EVALUATION
 Context (factors not directly related to
training, e.g boarding and lodging
arrangements)
 Inputs (the curriculum, the contents)
 Out Puts (Results of training, change in
behaviour, improvements)
 Process (the relationship between trainers
and trainers, training methods, material)

31. INSTITUTIONAL SUPPORT
 Importance of adequate institutional support
 Types of support needed
 Technical
 Administrative
 Personnel
 Financial
 Infrastructural
 Social
 Political